Making and missing connections: learning disability services and the transition from adolescence to adulthood

Abstract

The transition from adolescence to young adulthood for people with a learning disability is complex and has not generally been handled well in the UK. The response from Government agencies has been to introduce law, regulation, guidance and good practice guides, but these appear to have only limited effect. Drawing upon evidence from a national study, this article examines explanations for the limited progress in this area. It identifies inter‐organisational divisions as a crucial factor, and is critical of the ‘top‐down’ approach that has characterised policy responses. It is suggested that a person‐centred approach based upon Elmore's concept of ‘backward mapping’ provides both a tool for understanding and a model for improved implementation.